Behavior Intervention Plan Skill

Behavior is communication — a plan that only punishes the behavior without addressing its function just teaches the student to do it more quietly. This skill builds a plan around what the behavior gets the student (attention, escape, sensory, control), then prevents the trigger, teaches a better way to meet that need, and responds consistently.

Working from a brief

Given the behavior and context, write the full plan — hypothesize the function from the pattern (when/where it happens, what usually precedes and follows). Keep it positive-first and teachable; flag anything that needs a formal FBA or specialist.

Required Inputs

Ask for (if not provided, else infer and label):

• Grade and the specific behavior (observable — what it looks like, not "disrespectful")
• When/where it happens and what usually precedes and follows it (the ABC pattern)
• What's been tried and any safety concern

Output Format

Behavior, defined

The target behavior in observable terms + a positive replacement behavior to teach.

Function hypothesis

The likely purpose (attention / escape-avoid / access / sensory / control), reasoned from the antecedent-behavior-consequence pattern.

Prevention (antecedent strategies)

Changes that make the behavior less likely — seating, task design, choice, schedule, pre-corrects, connection routines.

Teach the replacement

The specific skill to teach so the student can meet the same need acceptably (ask for a break, request help, self-regulate), and how it's practiced and reinforced.

Response plan

A calm, consistent response ladder for when the behavior occurs — de-escalation first, minimal attention to attention-seeking behavior, and what not to do (don't reinforce the function).

Data tracking

A simple, teacher-doable method (tally, rating, frequency) and a review point to check if it's working.

Quality Checks

• The behavior and replacement are observable and specific
• The plan names a function and the strategies match it (escape → don't send them out)
• Prevention and skill-teaching come before consequences (positive-first)
• The response plan is consistent and avoids reinforcing the function
• Data tracking is simple enough to actually be done, with a review date
• Cases needing a formal FBA / specialist / safety plan are flagged

Anti-Patterns

• A punishment ladder with no function analysis or replacement skill
• Defining the behavior as a trait ("defiant") instead of an observable action
• Escape-motivated behavior met with removal (which rewards it)
• No replacement behavior taught — only "stop that"
• A data system so heavy the teacher can't sustain it